人教版高中英语教案必修三Unit2HealthyeatingPeriod5Using

1Unit2HealthyeatingPeriod5Usinglanguage:Extensivereading整体设计教材分析Thisisthefifthteachingperiodofthisunit.Asusual,theteachershouldcheckstudents’homeworkandofferchancesforthemtogooverwhattheylearnedinthelastperiodatthebeginningoftheclass.Thenleadinthenewlesson.Inthisperiod,theteachingemphasiswillbeputondevelopingstudents’readingabilitybyreadingextensively.Wewilldealwithtwoparts:ComeandEatHere(2)inUsinglanguageonPages14-15andReadingTaskonPage52.Whilereading,getstudentslearningtousesomereadingstrategiessuchasskimming,scanning.Astonewwordsandphrases,theteachercanfirstfindthosestudentsfeelmostdifficultandhelpthemtounderstand.That’senoughhere.ThepurposeofthisreadingComeandEatHere(2)istocompletethestoryofWangPengandYongHuiandtoshowstudentsthatitisnevertoolatetochangebadeatinghabitsandbeginafresh.TheteachercanfirstasksomestudentstoretellthepassageComeandEatHere(1)toleadinthetopicandthenaskstudentstoreadthepassageComeandEatHere(2)anddosomecomprehendingexercises.Whilecheckingtheiranswerswiththewholeclass,dealwithlanguageproblemsstudentscan’tworkoutbythemselves.Thisisanextensivereadinglesson,sotheteachingstepsshouldbesimple.AstothepartReadingTask,thetwopassagesprovidetheinformationonwhicheachstudentcandecidehis/herpointofview.Twooppositeopinionsareexaminedwithideasforandagainstthebuildingoftherestaurant.Askstudentstoreadthroughthepassagesandlearnmoreabouttheopinionsandthereasonsgivenbybothsides.Attheendoftheclass,askstudentstoretellthewholestoryofWangPengandYongHui,discussthetwooppositeopinionsandgivetheirownones.Inordertoarousestudents’interest,theteachercanholdacompetitionamongthem.教学重点1.Developstudents’readingskillsbyextensivereading.2.Letstudentsreadandunderstandthestoryandthetwopassages.教学难点1.Enablestudentstolearntousereadingstrategiessuchasskimming,scanning.2.Getstudentstounderstandanddiscussthetwooppositeopinionsandgivetheirownpointofview.三维目标知识目标1.Getstudentstolearnsomeusefulnewwordsandexpressionsinthispart.2.GetstudentstoreadthestoryComeandEatHere(2).3.LetstudentsknowaboutMcDonald’s.能力目标1.Developstudents’readingskillsbyextensivereadingandenablethemtolearnhowtousedifferentreadingskillstoreaddifferentreadingmaterials.2.HavestudentstellthewholestoryofWangPengandYongHui.3.Enablestudentstounderstandtwooppositeopinionsandgivetheirownpointofview.情感目标21.LetstudentsknowmoreaboutwesternandChinesefoodtoformgoodeatinghabit.2.Developstudents’senseofgroupcooperationandteamwork.教学过程设计方案(一)→Step1Revision1.Checkthehomeworkexercises.2.Asksomepairsofstudentstocometothefrontandactouttheirdialoguetoreviewandpracticetheexpressionsofseeingthedoctor.→Step2WarmingupTalkwithstudentsaboutthestoryofWangPengandYongHui.Asweknow,WangPengandYongHuimanagetwodifferentstylesofrestaurants,andYongHui’sslimmingrestaurantattractedallthecustomersfromWangPeng’s.WangPengwasfrustratedanddecidedtodoaresearchtocompeteagainstYongHui.Howcouldthecompetitionbeon?WearegoingtoreadthenextpartofthestoryComeandEatHere(2).→Step3Reading1.Askstudentstoreadthepassageandthenchoosethebestanswertocompleteeachsentence.1)WangPengwasworriedwhenhethoughthisrestaurantwouldbenolongerpopularbecause______________.A.hewouldbeindebtB.hecouldnolongerearnhislivingC.hewouldlosehisjobD.hisfriendswouldnotvisithim2)YongHuiwasveryangrywhenshecametoWangPeng’srestaurantbecause______________.A.shethoughthewasanewcustomerB.shethoughthehadspiedonherrestaurantC.shewastoldhewasaspyD.hewastoofat3)WangPeng’sresearchshowed______________.A.hismenuwasbalancedB.bothmenuswerebalancedC.YongHui’smenuwasbalancedD.neithermenuwasbalanced4)Hesuggestedtheyprovideacombinedmenubecause______________.A.helikeYongHuiB.hedidn’twanttolosehiscustomersC.hethoughthermenuwasbetterD.thiswouldprovideabalanceddietKeysforreference:1)B2)B3)D4)D2.Askstudentstoreadthepassagealoudtothetapeandunderlinealltheusefulexpressionsorcollocationsinthepassage.Letstudentsreadthemaloudandcopythemdownintheirexercisebooksafterclassashomework.3→Step4Discussion1.Afterstudents’readingthepassage,askthemtoworkingroupsanddiscussthefollowingquestions:1)HowdidYongHuifeelwhenshecametoWangPeng’srestaurant?Why?2)Howdidtheysolvetheirproblemsandbecomegoodfriends?3)Whywastheircooperationasuccess?2.Havestudentsstarttheirdiscussion.Makesurethateverystudenthasachancetoexpresshis/herideas.3.Askeachgrouptochooseonestudentastheirrepresentative.Letasmanygrouprepresentativesaspossiblecometothefrontandgiveareportofwhattheirgrouphasdiscussed.→Step5Importantlanguagepoints1.Perhapshewouldbeabletoearnhislivingafterallandnothavetoclosehisrestaurant.也许他仍然能够谋生,而不至于关闭自己的餐馆。earnone’sliving:makea/one’sliving谋生Sheearnedherlivingbysinginginanightclub.她靠在夜总会唱歌谋生。Davidearnshislivingbywritingarticlesfornewspapers.大卫靠为报社撰写文章谋生。【拓展】earnone’skeep挣钱维持生活earnone’spassage挣取旅费afterall1)inspiteofwhathasbeensaid,doneorexperienced毕竟;究竟;归根结底Soyou’vecomeafterall!你到底还是来了！2)itshouldberemembered应该记住;别忘了Heshouldhaveofferedtopay.Afterall,hehasplentyofmoney.他应该主动提出付款。别忘了,他有的是钱。2.Hedidnotlookforwardtobeingindebtbecausehisrestaurantwasnolongerpopular.他可不希望由于餐馆不受欢迎而负债。debtn.1)\sumofmoneyowedtosb.that